Principal - Crayola Supplement - September/October 2016 - 11

Champion Creatively Alive Children

this creative, collaborative project.
"We are in awe of how impactful the
family engagement has been around
these art box projects," Kazala said.

Community Collaborations
Reach New Heights
Innovative teaching and learning
can take a village. Darrin Jennings,
principal of Rawlins Elementary
School in Wyoming, widened the lens
to see who in their community could
help overcome geographic barriers
of rural isolation. "We are a two-hour
drive from the closest community that
has a significant size population, but
we knew partners could help us close
that gap," he said.
The school's focus on art
integration led it to potential partners
the school had not considered
before-including the Wyoming Arts
Council, Sinclair Oil and Gas, and the
University of Wyoming's Art Mobile.
Jennings outlined the principles he
believes are important in growing
strong community collaborations:
n

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Let them know how important
their role is and elevate them-
draw them into the cause without
whining about what you don't have.
Show community collaborators
how much you value their
contributions-they all report to
someone and most organizations
have a board. When you find a
strong partner, let the boss know
how much that person's work
means to the community.
Ask yourself, "What's the worst
thing that can happen if we ask for
help and they don't give it?" If you
hear "not now," understand that
doesn't mean never.
Establish relationships. Let them see
the great work you're doing. Build
upon that over time. Community
organizations that don't have funds
to help your program may know
about other sources of funding and
recommend grants you can pursue.
Understand the intersection between
your needs and their goals. Start
by learning about the potential

www.naesp.org

collaborative organization's
objectives. Don't frame the
conversation around your needs
gap-talk about shared interests in
community outcomes and how they
will benefit from helping you.
This advice to principals who seek
community collaborations is echoed
by Donna Marie Cozine, principal
of Renaissance Academy Charter
School of the Arts in Rochester, New
York. She received support from
J.C. Penney and Young Audiences to
host an Arts Integration Symposium
that helps schools understand the
transformative power of art across the
curriculum.
"As an inner city school with 93
percent free and reduced lunch, we
were convinced by the data that art
integration increases test scores. We
asked for the community's help with
resources so we could 'double-down'
on art integration and show others
how it works," Cozine explained.
One of her favorite schoolwide arts-

Ridgeway Elementary School,
Hamilton, Ohio

integration units is "Change Begins
with Me." This concept of individual
impact works in student lessons and
in teacher professional development.
"We ask students to analyze data
on student collaboration. Our
third-graders did a school culture
survey and used the information
to strengthen collaboration among
students. Students mirror the positive
partnership mindset they see among
our teachers and with community
organizations," Cozine stated.
The power of collaboration to
transform schools is punctuated by
Miami University's teacher preparation
program. They created a Study of

Professor Stephanie Danker with
student from Ridgeway Elementary
School in Hamilton, Ohio

Transformation initiative to assess, over
five years, the impact of art integration
and early immersion of college
students into classrooms to enhance
their art teacher preparation program.
Professor Stephanie Danker, principal
researcher in the study, works closely
with Ridgeway Elementary School in
Hamilton, Ohio.
Danker reports that "One of the
most significant and underutilized
community collaborations for
schools are their local universities-
particularly those involved in teacher
training. We worked with Ridgeway's
principal, Kathy Wagonfield, to move
the teacher preparation model away
from a culminating student teaching
experience. Instead we built the
expectation into the next generation
of art teachers that they will transform
schools by collaborating, on a routine
basis, with classroom teachers." Given
the power of collaboration within and
beyond schools, it's exciting to see
how new teachers are being prepared
to meet principals' expectations,
ready to bring the collaborative
mindset as they enter the field.
Cheri Sterman is the director of education
at Crayola and serves on the executive
board of the Partnership for 21st Century
Learning.

Principal Special Supplement n September/October 2016

11


http://www.naesp.org

Table of Contents for the Digital Edition of Principal - Crayola Supplement - September/October 2016

Contents
Principal - Crayola Supplement - September/October 2016 - Cover1
Principal - Crayola Supplement - September/October 2016 - Cover2
Principal - Crayola Supplement - September/October 2016 - Contents
Principal - Crayola Supplement - September/October 2016 - 2
Principal - Crayola Supplement - September/October 2016 - 3
Principal - Crayola Supplement - September/October 2016 - 4
Principal - Crayola Supplement - September/October 2016 - 5
Principal - Crayola Supplement - September/October 2016 - 6
Principal - Crayola Supplement - September/October 2016 - 7
Principal - Crayola Supplement - September/October 2016 - 8
Principal - Crayola Supplement - September/October 2016 - 9
Principal - Crayola Supplement - September/October 2016 - 10
Principal - Crayola Supplement - September/October 2016 - 11
Principal - Crayola Supplement - September/October 2016 - 12
Principal - Crayola Supplement - September/October 2016 - 13
Principal - Crayola Supplement - September/October 2016 - 14
Principal - Crayola Supplement - September/October 2016 - 15
Principal - Crayola Supplement - September/October 2016 - 16
Principal - Crayola Supplement - September/October 2016 - 17
Principal - Crayola Supplement - September/October 2016 - 18
Principal - Crayola Supplement - September/October 2016 - 19
Principal - Crayola Supplement - September/October 2016 - 20
Principal - Crayola Supplement - September/October 2016 - 21
Principal - Crayola Supplement - September/October 2016 - 22
Principal - Crayola Supplement - September/October 2016 - 23
Principal - Crayola Supplement - September/October 2016 - 24
Principal - Crayola Supplement - September/October 2016 - Cover3
Principal - Crayola Supplement - September/October 2016 - Cover4
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